concepts of learning that no - macquarie university...john g hedberg no 2 concepts of learning that...
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AMEP Conference — Perth October
© 2006 John G Hedberg 1
John G Hedberg
Using technologies to disrupttraditional pedagogies
John G HedbergMacquarie University
Sydney Australia
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Concepts of learning that nolonger work!
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A premise…
• Effective technology-based learning requires:– Rethinking learning activities– Exploring how interactions are facilitated and managed
– Choosing the right technological tool for thepedagogical task
• and for widespread implementation– Disruptive innovations and pedagogies!
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On academic shovelware…
• The extent to which a student gains thesame pedagogical benefit from a printout ofyour Web resources as from the resourcesthemselves is the extent to which you havedone nothing of pedagogical value by usingthe Web.
(Fraser, 1999)
thus…
The extent to which you havetaken advantage of the expandedhorizons for communicating ideaswith a new medium is the extent towhich the material cannot then bereproduced in the older medium.
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But what is happening now?
• ATN Universities survey of 20,000students and 800 staff– provide a description of the use of e-learning;– determine the impact of the use of e-learning;– provide information to assist in the further
development of programs to support the useof e-learning.
Alexander, et al (2004-5)
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Units
N=1094
Teaching with e-learning
Employing
groups and
interactions
Information
presentation
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What is the studentexperience?� Access
– Access content– Easy to access material
� Personal benefits– Saves students money– Complete tasks at
convenient times– Enables juggling
work/studies
• Disadvantages– Time commitment– Inadequate computer skills
� Learning connections– Discuss ideas– Stay connected to other
students– Gauge progress on
discussion board– See other students’
questions– Benchmarking against
others– Ask an uncomfortable
question– Connected to instructors
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Disruptive innovations
• A new technological innovation that displaces an existingdominant technology (Clayton Christensen, 2003)
Time
Perf
orm
ance
Low quality use
High quality use
Disruptiv
e
tech
nology
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Disruptive innovations• The decline of
Aristotelian dialoguewith the rise oftextbooks.
• Ramus and his “method”in the 1500s
» Walter J. Ong (2005).Ramus, Method, and theDecay of Dialogue : From theArt of Discourse to the Art ofReason. University ofChicago Press.
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Textbooks and representationof ideas
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Dialogic literacy
• In every kind of knowledge-based, progressiveorganization, new knowledge and new directionsare forged through dialogue.…The dialogue inKnowledge Age organizations is not principallyconcerned with narrative, exposition, argument,and persuasion (the stand-bys of traditionalrhetoric) but with solving problems anddeveloping new ideas. (Bereiter & Scardamalia,2005)
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Sustaining innovations
• The obverse of disruptive innovations
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Sustaining innovations
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Teachers choose…
• Sustainingtechnologies —such as theinteractivewhiteboard
• Technologiesthat supportcontrol andfamiliarpedagogies
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but even then students rule!
• Students caninteract andexplore underteacher facilitation
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Students choose…
• Disruptive technologies– SMS– Instant messaging– Blogs– Sound, text and video
communications– Virtual communities
• and strategies which areexpedient andcollaborative as needed
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Roles for technology inlearning• Supporting students’ information age skills
– Establishing reliability and authority of resources– Working in multiple modalities– Competence in working with multiple tools and
contexts — multiliteracies– Focus not just on selecting, cutting and pasting but
creativity and construction– Working collaboratively across virtual contexts
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ICT in the next 5 years• Teachers see ICT as tools for
understanding the world• Students in an IT literate
society communicate inmultiple modes ofrepresentation
• Low student-to-computer ratio• High bandwidth access in the
classroom and from home• Specialized tools and projects
for all subjects• New learner mobile tools —
Origami project
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Contexts for effectivetechnology use• Classrooms are about groups
led by teachers• In the classroom, the
technologies that are used aremore likely to be those thatsupport existing teacherpractices
• At home or out-of-schoolstudents can meet in groupsand link by other virtual means
• At home alternativetechnologies and tools arepossible and are indeedenthusiastically chosen bystudents.
�ThusWe need to modify the learning tasks to fit the matchesWe can be more efficient if we recognise better matchesbetween technology, learning task and context
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Searching for disruptive pedagogicalinnovations…
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Example practices & tools
• Games as a learning strategy• Learning objects• Digital Repositories• Creative uses of the technologies (building on
multiple modalities and multi-literacies!)• Social networks and the internet• Communities of learners and communities of
practice• Open source software and the "open commons"
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Quest Atlantis —3D MUVE
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Games for learning
1. Empathy for a complex system2. Simulation of experience and
preparation for action3. Distributed intelligence via the
creation of smart tools4. Focus on performance before
competence5. “Cross-functional teams” with
goals6. Situated meaning compared with
abstract understanding7. Open-endedness of problem or
challenge8. Include assessment of performance
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Learning Objects?
• “Any digital resource that can be reused tosupport learning.” (Wiley, 2002)
• But essentially digital resources (assets) andlearning activities
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Oral BiologyLearning outcome:Analyze genetic codingActivity: ExperimentAssessment: Hypothesis
Oral PhysiologyLearning outcome: Memorizenames of teethActivity: IdentificationAssessment: Label imageOral Anatomy
Learning outcome: Identifynames of teethActivity: IdentificationAssessment: Labeled diagram
Digital asset reusability
Forensic ScienceLearning outcome: Applyremains identification skillsActivity: GameAssessment: Score on thegame
AnatomyLearning outcome: Identifydifferent teeth shapeActivity: Classification
Assessment: Naming
RestorativeDentistryLearning outcome:Describe methods torestore teethActivity: Case StudyAssessment: Diagram
AnthropologyLearning outcome: Evaluate theage of teethActivity: Case studyAssessment: Prognosis John G Hedberg No 28
Exploring ideas on smallscreens
(Churchill, 2006)
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Focus on learning activity designusing low cost, fast tools …
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LAMS — reusable pedagogicalobjects
http://www.lamsfoundation.org/
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Turning learning managementsystems on their head …
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LMSs vs Digital repositoriesDigital Repositories
• allow users to take control of
their choice of resources,
choosing ways of representing
and using the resources,
creating new resources and
even developing their own
learning strategies.
VS
G-portal
Learning Management
Systems (LMS)
• allow the instructor to
organize resources in a
predetermined structure
which prescribes a fixed
learning strategy.
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G-portal project• digital repository that affords multimodal
representations• hosting digital assets, that students can use it to solve
an authentic problem based on real world resources.• allows students to explore the information, process
the information, solve the problem posed andperhaps even form new attitudes and reflections oftheir role in the natural environment
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The G-portal• G-portal provides more than just a spatial context
for accessing Geographic information
Resource
Schema
Built-in
tools
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The G-portal• G-portal provides for conversion of information
between representational formsProfile 6(v)
Resource
Schema
Built-in
tools
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PBL with Digital Libraries
http://www.dlese.org/dds/index.jsp
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Community plumbing —a disruptive pedagogy?• Extant data sources with
new adding meanings– Mashup technologies —
creating new data linkages– Weatherbonk (Google
earth, live cams, local data)– Amaztype — Alternative
data retrieval andrepresentation
– citeUlike– youTube
• And non-meanings– Uncyclopedia
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Exploring other tools forcollaborative learning
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Establishing social networks
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Creating shared resources
WIKIs• Free!• Accessible• Small group
oriented• Extensible
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Early collaborative problemsolving
• LEGO robotsKindergartenstudents solvingproblems andconstructingnarratives
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Exploring other tools for groupconstruction
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Virtual field trips as disruptivepedagogy
Focus on science processes not facts• Collaboration between NASA, ACA
and ICT Innovations Centre• Overview of the site and resources• Focus on data for scientific
exploration and inquiry processes
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Virtual field trip — WIKI
• extend resources andenable collaboration
• ensure everyone can be ascientist
• create a resource thatexhibits currency andrelevance
• students can contribute tothe shared resources andtheir contributionsacknowledged http://pilbara.mq.edu.au/wiki/Main_Page
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Exploring tools for personalreflection and critique
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Blogs in learning
• Promotes equity– allows the emergence of a community of learners not based on
who can talk loudest.
• Expands ways of teaching content– provides rapid way of presenting new internet links in a personal
diarised form… allows construction of personal post-lectureessays and feedback on an instant website.
• Informal and outside the institutional framework:– they can become the focus of negative criticisms of teaching and
institutions.
• But can a free-flowing, non-institutional media, beinstitutionalised?– are enforced blogs actually blogs?
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Blogging as a disruptivepedagogy
• Teaching first year literature —writing poetry
• Requirement to present workfor an audience
• Rest of class gets to critiqueideas
• Author gets to choose what topresent in the blog
• Somewhere between aconversation and an essay
Griffiths (2005)
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Blogging as a disruptivepedagogy — 2
• Later year students can undertakepoetry and literature writing notconfined to a class group
• Learning Communities– Poetry Community; Debating; Review
Community (Books, Films, Plays);Short Story Community
• Audience may be more than the oneclass– Earlier years may have later years
commenting on their work– General public may also show and
interest and also contribute makinglearning public!
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Student response
• Blogging has created a great launching padfor my creative writing. Because of its easeand accessibility my writing does not endup in some forgotten scrapbook, itsamazing to think that peers, tutors andeven the world have access to my work!
— Shaun
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Activity types
Rule focus
Incident
focus
Strategy
focus
Role focus
Logical Problems
Algorithmic problems
Story Problems
Rule-using problems
Scenarios
Decision making
Case study tasks
Troubleshooting
Diagnosis solution problems
Strategic performance tasks
Design tasks
Dilemmas
Social dilemmas
Practice
strategies
Linking ideas
Generating
new strategies
Multiple
perspectives
Pedagogical Activity/problem Learning outcomefocus typology (Jonassen) intended
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Engagement Continuum
• To be engaged is to be enticed intointeracting
• The more attentive the learner is to thetask, the more complete the engagement
• Our goal is to “crank up” the engagementcontinuum
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Engaged LearningContinuum
�Transfer
�Translate
�Transcend
The EngagementContinuum
� Passive Interest
� Dynamic Interaction
� Flow
Comparing continuums
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Searching for the disruptive!
Building a game usingweb pages
Using an outlinerto generate a textstructure
Generative
Write a script thenuse iMovie to createa narrativedocumentary
Using Excel toconvert numbers& to showrelationships
Representational(transduction)
Using PowerPoint toreport back
Using PowerPointin a lecture
Presentational
Student UseTeacher use
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e-learning possibilities
• Problem-solving• Reflection• Contextual learning• Community
building• Social networks
• Visual literacy• Customized learning• Critical thinking• Alternative learning
strategies• Information analysis• Teamwork
• Computer literacy• Comprehension• Convenience and
accessibility• Time management• Convenient access
to information
Learningoutcomes
• Dynamicknowledgecollection
• Problem-basedgaming
• Interactivepresentations
• WIKIs
• Web resources• Learning objects• Media databases• Multimedia
presentations• Interactive e-texts• Weblogs
• Online lecturenotes
• PPT presentations• e-Reserves
Applications
TranscendTranslateTransfere-Learning
Flow stateDynamic InteractionPassive InterestEngagement
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Matching technology andpedagogy• Thinking cannot be separated from doing• Thinking and solving problems are uniquely
affected by context• Cognitive and physical activity use artefacts that
are to hand as tools• Contexts usually contain other people
• Social nature of learning
• “The map is not the territory”• Understanding is interpretation
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“… our assumption that students are brain-dead leads topedagogies that deaden their brains. When we teach bydripping information into their passive forms, studentswho arrive in the classroom alive and well become passiveconsumers of knowledge and are dead on departure whenthey graduate….we rarely consider that students may die in the classroombecause we use methods that assume they are dead.”
Parker Palmer, The Courage to Teach
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Contact
John G HedbergProfessor ICT and EducationAustralian Centre for Educational StudiesMacquarie University NSW 2109Australia